Running Head: Animal-Assisted Therapy In Elementary Schools i
Animal-Assisted Therapy In Elementary Schools
Steve Kurschner
A Capstone Project submitted in partial fulfillment of the
requirements for the Master of Science Degree in
Counselor Education at
Winona State University
Spring 2014
Animal-Assisted Therapy In Elementary Schools iii
Winona State University
College of Education
Counselor Education Department
CERTIFICATE OF APPROVAL
__________________________
CAPSTONE PROJECT
___________________
Animal-Assisted Therapy In Elementary Schools
This is to certify that the Capstone Project of
Steven J. Kurschner
Has been approved by the faculty advisor and the CE 695 – Capstone Project
Course Instructor in partial fulfillment of the requirements for the
Master of Science Degree in
Counselor Education
Capstone Project Supervisor: __________________ Name
Approval Date: __________________
Animal-Assisted Therapy In Elementary Schools iii
Abstract Animal-assisted therapy (AAT) is becoming increasingly popular in school and
therapeutic settings across the country (Friesen, 2010). In animal-assisted therapy
(AAT), a certified therapy animal works in partnership with the counselor and/or
the dog handler to provide a positive and therapeutic school environment. In this
literature review, topics that are discussed include: AAT qualifications that
distinguish AAT from other animal-related activities, the history of AAT, the
congruence of AAT practices in theories of counseling, benefits and concerns of
animal-assisted therapy, examples of AAT in classroom and counseling settings, how
to establish and implement an AAT program, therapy animal considerations, and
opportunities in Southwest Wisconsin for individuals who wish to enroll in animal-
assisted therapy training.
Animal-Assisted Therapy In Elementary Schools iii
Table of Contents
Introduction 5 What is Animal-Assisted Therapy 6
Why Dogs? Animals In AAT 7
History of Animal-Assisted Therapy 9
Application of Animal-Assisted Therapy in Counseling Theories 10
Benefits of AAT in Elementary Schools 14
Concerns of AAT in Elementary Schools 15
Animal-Assisted Therapy and Academic Development 17
Animal-Assisted Therapy in School Counseling 20
How To Implement an AAT Program In an Elementary School 22
Pet Considerations 24
Matching a Therapy Dog and a Student 24
Local Opportunities 25
My Personal Experience with Therapy Dogs in Schools 26
References 32
Animal-Assisted Therapy In Elementary Schools iii
Introduction
Animal-assisted therapy (AAT) is becoming increasingly popular in school
and therapeutic settings across the country (Friesen, 2010). Animal-assisted
therapy programs in schools incorporate certified therapy animals into school
counseling sessions and educational curriculums (Chandler, Portrie-Bethke, Minton,
Fernando & O’Callaghan, 2010). In animal-assisted therapy (AAT), a certified
therapy animal works in partnership with the counselor and/or the dog handler to
provide a positive and unique school environment for students.
Although there is much evidence illustrating the positive effects animal-
assisted therapy has in counseling and classroom settings (Chitic, Rusu &
Szamoskozi, 2012), there are still individuals who have general concerns regarding
animals in schools. Individuals who hold negative beliefs towards AAT often have
misconceptions about AAT theory and practice in schools. To better inform
individuals about the application of AAT practices in counseling and academic
settings, this author will discuss the AAT qualifications that distinguish AAT from
other animal related activities, the history of AAT, and the congruence of AAT
practices in theories of counseling. The benefits and concerns of animal-assisted
therapy, examples of AAT in classroom and counseling settings, how to establish
and implement an AAT program, therapy animal considerations, local opportunities
for individuals who wish to enroll in animal-assisted therapy training in
Southwestern Wisconsin and my personal experience with AAT in schools will also
be discussed.
Animal-Assisted Therapy In Elementary Schools iii
What is Animal-Assisted Therapy?
Animal-assisted therapy (AAT) programs partner counselors with certified
therapy animals to provide a compassionate and stimulating environment to assist
in human client recovery (Chandler et al., 2010). Animal assisted therapy programs
are designed to promote improvement in client’s physical, social, emotional, and
cognitive functioning. AAT is not just simply bringing in a dog to “break the ice” with
a client either; AAT is a goal-directed intervention in which an animal is an integral
part of the treatment process (Chitic et al., 2012). An example of using AAT in
counseling is to have a child tell a story about why the therapy animal feels happy or
sad. The dog now becomes a tool for the client to project upon as the child’s
response may give a counselor insight as to how she or he perceives the world.
Animals can be brought into schools or therapy sessions for many different
reasons or objectives; for instance, a teacher may bring a hamster and a gecko into
the classroom to show students similarities and differences between reptiles and
mammals. The previous example does not describe animal-assisted therapy.
Animal-assisted activities provide opportunities for motivational, educational, and
recreational goals. Another distinction between animal-assisted activities and AAT
is that animal-assisted activities are often offered to a group of children on a short-
term basis, whereas AAT is mostly planned for individual children longitudinally, as
part of a curriculum (Jalongo et al., 2004). Animal-assisted activities show reliable
positive changes in student behavior (Jalongo, Astorino & Bomboy, 2004); however,
these activities are not to be confused with AAT.
Animal-Assisted Therapy In Elementary Schools iii
Animal-assisted therapy is also closely related with animal-assisted
education. Animal-assisted education is a goal-directed intervention with a certified
therapy animal that aims to improve specific educational aspects of students. An
example of an animal-assisted education practice would be to have a student read
short stories to a certified therapy animal. Animal-assisted education and AAT are
often classified under the same practice as they both are goal-directed and require
that the animals are highly trained and certified as therapy animals. A
distinguishable feature of AAT from other activities with animals is that AAT is
characterized by the supplemental inclusion of a certified therapy animal in
reaching an intervention goal in counseling environments and a supplement of
specific educational objectives in classroom settings (Friesen, 2010). In the current
manuscript, this author will classify animal-assisted education as a part of AAT
practices.
Why Dogs? Animals In AAT
Animal assisted therapy capitalizes on the natural bond most humans have
with animals (Geiest, 2011). There are many different species of animals that are
used in animal assisted therapy. Two predominant species of animals that are used
across the nation in AAT are canines (i.e., therapy dogs), and horses (i.e.,
Hippotherapy; Geiest, 2011). The rest of this literature review will focus on the use
of therapy dogs in AAT programs in school counseling sessions and in classroom
settings in our current discussion.
Most young children have a natural affinity for animals, particularly dogs
(Jalongo, 2005). Some children may have a dog at home, and it would not be
Animal-Assisted Therapy In Elementary Schools iii
unusual for a child to curl up with a family pet while reading or relaxing at home.
AAT brings a comforting, familiar connection into the school setting.
Animal-assisted therapy is founded on two main principles. The first is that
children naturally have a tendency to be more social in the presence of animals; and
secondly, animals have a stress-moderating effect on children. Empirical research
also shows that the presence of a mellow dog tends to reduce the physical and
psychological stress of children (Jalongo et al., 2004). When a child is in the
presence of a calm dog, the child begins to have a reduction in heart rate, lowered
blood pressure, and a reduction in other observable signs of anxiety (Jalongo et al.,
2004; Coulee Region Humane Society, 2012). Children with a dog by their side have
been found to have significantly lower behavioral, emotional, and verbal distress
when participating in mildly stressful activities, such as being an elementary
student and having to present a project in front of the class (Friesen, 2010). In fact,
the presence of a calm, attentive dog moderates the stress response of a child more
significantly than the presence of an adult or a supportive friend of the child
(Friesen, 2010).
As previously stated, the presence of a dog also elicits sociability among
students. Research suggests that the presence of a dog can support the goals of class
inclusion in schools. In one study of peer interaction, researchers found that a child
who does not have a disability was ten times more likely to interact with another
child who is differently-abled when the child was accompanied by a dog (Jalongo et
al., 2004). Therefore, in a social environment such as a school setting, students may
Animal-Assisted Therapy In Elementary Schools iii
benefit from the use of therapy dogs to create a common interest for social
experiences to occur between individuals who are seemingly different.
There are even more benefits for children when they experience working
alongside a dog. One of the main tenets of utilization of therapy dogs in AAT
practices is for children to perceive dogs to be a non-judgmental participant in
counseling and classroom settings (Coulee Region Humane Society, 2012; Friesen,
2010; Jalongo et al., 2004). Having a non-judgmental participant in the school
setting can provide a child with a unique and valuable form of social and emotional
support (Friesen, 2010). Bringing an animal into a school context also serves as an
attention-getting stimulus and an object of conversation among students (Heimlich,
2001). Students tend to become happy and excited when they have an opportunity
to interact with animals, especially dogs (Geiest, 2011).
History of Animal-Assisted Therapy
Animal-assisted therapy is a newer trend in counseling professions, although
the idea of animals assisting in the therapeutic process has been around for
hundreds of years. Florence Nightingale, who lived in the 1800’s and had a
significant influence in the nursing profession, suggested that a small pet would
make an excellent companion for sick patients when she visited hospitals, especially
chronically ill patients (Jalongo et al., 2004). Individuals were able to observe a
unique bond between animals and humans then, but it was not until the 1960’s that
the field of AAT would emerge.
In 1962, an American psychologist named Boris Levinson found that he could
reach a troubled child more easily in therapy sessions, when his dog “Jingles” was
Animal-Assisted Therapy In Elementary Schools iii
present (Chitic et al., 2012; Friesen, 2010; Heimlich, 2001). Boris began to
increasingly utilize his dog in therapy sessions with children, and has been credited
as being the first person who officially used an animal as an integral part of goal-
orientated counseling (Chitic et al., 2012). Early pet therapy programs that
implemented Levinson’s findings were often staffed by volunteers who brought in
their own pets into hospitals, nursing homes, and other long-term care facilities on a
regular basis (Heimlich, 2001). As AAT grew in therapy settings, organizations have
developed and provided recommendations for animals and handlers to consider
before applying AAT practices; thereby, standardizing a series of programs and tests
that must be completed by both animal and handlers to be awarded proper therapy
certification (Coulee Region Humane Society, 2012). Research has shown that since
Levinson’s discovery, therapy dogs have provided a unique and positive
environment that offers physiological, emotional, social, and physical support for
children (Friesen, 2010).
Application of Animal-Assisted Therapy in Counseling Theories
Animal-assisted therapy practices are very flexible and can be applied with a
variety of counseling theories (Chandler et al., 2010). Regardless of the theoretical
approach taken when applying AAT practices, research suggests that animals have a
positive influence on a child’s well-being (Friesen, 2010). The following examples of
how AAT practices can be implemented in different counseling theories illustrates
how universal ATT application can be integrated in the counseling process.
In cognitive-behavioral counseling, the primary focus of the counseling
session is to identify and challenge irrational beliefs that the client holds, which
Animal-Assisted Therapy In Elementary Schools iii
contribute to maladaptive feelings and behaviors (Chandler et al., 2010). Methods of
cognitive-behavioral counseling include identifying and challenging irrational
beliefs, changing communication styles, developing new social and relationship
skills, and modeling or role-playing new behaviors. To facilitate discussion with a
client, a counselor who uses cognitive-behavioral therapy can apply AAT techniques
to build client rapport and to enhance the trust of a client (Chandler et al., 2010;
Jalongo, 2005). Successful interactions between a client and a therapy dog can
enhance the client’s self-esteem and confidence (Heimlich, 2001). Counselors can
also use a therapy dog to assist a client in role-playing and practicing new social
skills (Chandler et al., 2010); this is especially effective because dogs are viewed by
clients as non-judgmental figures and as figures who will not degrade a client for not
being able to role-play (Friesen, 2010). Client’s who struggle to perform role-
playing tasks or social skills with humans can be asked to practice the skill with a
therapy dog first, which may make the interaction much more fun and less
threatening than practicing with another person (Chandler et al, 2010). The
counselor may also use the therapy dog as an object upon which the client can
project a story. This allows the counselor to assess thoughts for irrational patterns
and negative self-talk.
In behavioral counseling, the main goal of the counseling session is to
improve a client’s quality of life by altering behavior that restricts the client from
social, occupational, and or other important life activities (Chandler et al., 2010).
Operant conditioning is a psychological tenant of behavioral counseling that
examines the rewards and punishments people receive as a consequence of their
Animal-Assisted Therapy In Elementary Schools iii
behavior and how receiving these consequences influences future behavior
(Chandler et al., 2010; Thorndike, 1911). Counselors who believe in behavioral
counseling theory can use AAT and interactions with a therapy dog as motivational
stimulus to encourage a student to engage in appropriate behavior. As stated, many
children find that petting, playing, or performing with an animal is fun and
rewarding (Coulee Region Humane Society, 2012; Jalango et al., 2004). The use of
interactions with a therapy animal as a behavioral reward for a student is consistent
with the use of positive reinforcement in operant conditioning to increase the target
of positive student behavior. Likewise, removal of an opportunity to work with the
therapy animal will act as a negative punishment, decreasing the likelihood of future
problematic behavior. Behavioral counselors can also comment on how the therapy
dog positively interacts with others, which can be an effective model to show
students appropriate behavior and a friendly partner with which to practice
(Chandler et al., 2010). Students often want to have the therapy dog do tricks while
interacting with the animal. For older students, the play and reward sequence of
interactions between the student and the dog provides a hands on example,
illustrating how our own actions are influenced by rewards and consequences;
much like the therapy dog’s behavior of performing a trick to be rewarded by it’s
motivation such as a treat.
In person-centered counseling theory, the counselor approaches the client
with unconditional positive regard (Rogers, 1980; Sommers-Flanagan & Sommers-
Flanagan, 2012). The goal of the therapy sessions is to promote client’s trust in one’s
self by providing an accepting, warm, genuine, and empathetic environment
Animal-Assisted Therapy In Elementary Schools iii
(Chandler et al., 2010). A therapy dog is a friendly and sociable companion that is
accepting and lovable towards clients; therefore, this calming presence contributes
to a client’s understanding of unconditional positive regard and a safe therapeutic
environment (Chandler et al, 2010; Friesen, 2010; Geiest, 2011). Reflecting and
clarifying are also important aspects of person-centered therapy. These skills can be
useful therapeutically as they are accomplished through AAT practices when a client
can use the therapy dog to reflect on his or her relationship with the animal and also
respond to spontaneous interactions between the client and the therapy dog
(Chandler et al., 2010).
In the Adlerian theory of counseling, humans are viewed as motivated beings
who hold inferiority feelings about themselves that drive them to become successful
within the contexts of their family and community; in addition, each individual
develops a unique life plan for achieving one’s success and satisfaction in one’s life
(Chandler et al., 2010). To help clients realize their potentially incongruent thought
patterns; Adlerian counseling emphasizes social relatedness, which corresponds
well with applying AAT practices (Chandler et al., 2010). A therapy dog has an
ability to connect and interact with humans. A dog is able to identify and become
aware of even the subtlest social cues of people; while humans are able to identify
social cues of the animal, making communication between the dog and the human
very effective (Heimlich, 2001). In Adlerian counseling AAT can facilitate insight,
enhance a client’s social and relationship skills, and encourage clients to share their
feelings (Chandler et al., 2010). Sharing the therapy animal’s history can also be
effective in eliciting a client’s response, especially if it is a history with which the
Animal-Assisted Therapy In Elementary Schools iii
client can relate. The following example demonstrates how the therapy dog can be
useful in this way:
Children fighting cancer in an oncology unit may become discouraged;
however, when a therapy dog and its handler visited the children, they
became greatly encouraged. The dog was a three-legged black Labrador, who
was also a cancer survivor, made weekly visits to the hospital and lifted the
spirits and hope in the young children (Chandler et al., 2010).
Benefits of AAT in Elementary Schools
There are many benefits that are associated with animal-assisted therapy in
elementary school settings. Visits from certified therapy dogs in elementary schools
offer a unique form of support to children’s learning, physical health, and emotional
well being (Jalongo et al., 2004). The presence of a therapy dog in an elementary
setting improves student socialization, a child’s communication skills, task
persistence, while also eliciting increased responsiveness and mental alertness of
children (Chitic et al., 2012; Heimlich, 2001; Jalongo, 2005). Children who are
accompanied by a therapy dog have a reduction in their heart rate, lowered blood
pressure, and decreased anxiety (Jalongo et al., 2004; Coulee Region Humane
Society, 2012).
Students are not the only ones who benefit from having AAT practices and a
therapy dog in elementary schools. Dogs provide social, emotional, and physical
benefits for both children and the school staff (Heimlich, 2001). Both teachers and
students are often excited to interact with a therapy dog and children are eager to
have the dog like them. This is a great way for teachers to instruct students to be
Animal-Assisted Therapy In Elementary Schools iii
quiet, slow down, and be gentle in the classroom settings, and then they can be
asked to apply the behavioral lesson into practice when the therapy dog is present.
An important aspect of AAT is the novelty effect of a therapy dog in the
classroom setting. The novelty effect of AAT is just an additional benefit that therapy
dogs bring to the elementary school setting. The initial progress of AAT in schools
might be affected by student’s perception that having a therapy dog in elementary
school is something that is new and fun (Chitic et al., 2012). Overall, great
improvements are typically shown in reading skills and comprehension and
improved peer communication in schools that apply AAT practices (Coulee Region
Humane Society, 2012). Other benefits include higher self-esteem, increased levels
of confidence, improved student relationships with teachers, peers, and family; this
occurs not only in therapy dog sessions, but also in regular education classes as well.
Finally, the use of AAT has also been related to improvement is school attendance
(Coulee Region Humane Society, 2012).
Concerns of AAT in Elementary Schools
Although there are many benefits to therapy dogs in elementary school
settings, some individuals still have concerns about bringing an animal into contact
with elementary students. Three major concerns of AAT are a child’s fear of animals,
sanitary issues of animals, and multicultural concerns.
Learning to interact with a therapy dog in a gentle and quiet manner,
learning how to play fair, and how to behave if a student is afraid of dogs are
important lessons for students to learn before introducing a dog to an elementary
school setting (Friesen, 2010). The fear of dogs is a fear that many children have,
Animal-Assisted Therapy In Elementary Schools iii
especially at a young age when they may have limited experience with dogs. AAT
practices and therapy dogs are a great way to work with children to overcome their
fears in a safe environment. Children with a fear of dogs now have a chance to see a
gentle dog interact with their friends and classmates. They also see how much their
peers enjoy interacting with the dog, and after a short time, the child, who used to
have a fear, now wants to interact with the dog as well (Coulee Region Humane
Society, 2012).
Cleanliness of dogs is a major concern of some individuals from different
cultures, including those from the Middle East and the countries of Southeast Asia.
Some cultures perceive dogs to be unclean, and do not wish to have their children be
involved with animal related activities (Friesen, 2010). Student allergies are also a
major consideration for adults regarding AAT and the use of therapy dogs (Jalongo
et al., 2004; Friesen, 2010). It is important to know that therapy dogs are bathed or
well groomed, vaccinated, and are treated with an anti-allergen powder
immediately before a visit to a school so animal dander, which is the most common
source of an allergic reaction, is significantly minimized (Friesen, 2010; Jalongo et
al., 2004). Holding AAT sessions outside or in a large ventilated room is a great
adaptation to reduce potential student allergy concerns.
Therapy dogs are also trained not to lick or scratch as they complete the
classes required to receive therapy dog certification (Jalongo et al., 2004), reducing
the likelihood of an infection ever being spread. In rare occurrences, even a highly
trained therapy dog may become suddenly ill and vomit, urinate, or defecate in the
school or on school property (Jalongo et al., 2004). The handler of the therapy dog
Animal-Assisted Therapy In Elementary Schools iii
must always be prepared for such an occurrence and is responsible for cleaning up
after the animals.
It is important for faculty members who advocate for AAT and wish to
incorporate AAT practices into their curriculum to talk with parents who have
concerns. Meeting with concerned parents may correct potential misconceptions
they may hold about how their children and potential interactions with the therapy
dog to provide an accurate description of how AAT is used and the precautions that
are taken prior to introducing a therapy dog in an elementary school setting.
Animal-Assisted Therapy and Academic Development
As previously mentioned, there are numerous benefits to elementary
students who are working alongside a therapy dog including improvement in
student socialization, communication skills, task persistence, and increased
responsiveness and mental alertness of children (Chitic et al., 2012; Heimlich, 2001;
Jalongo, 2005). There are also specific benefits of AAT practices within the
classroom. Therapy dogs have been found to contribute to an elementary student’s
overall emotional stability; especially students who are diagnosed with a severe
emotional disorder, as a therapy dog provides a unique friend to bond with in the
classroom setting (Friesen, 2010). A remarkable ability that therapy dogs have in a
classroom setting is motivating students to engage in reading activities.
Working with a therapy dog is a remarkably effective way to encourage
students who have attention difficulties, disruptive behaviors, or a general lack of
interest in reading to participate in classroom reading activities (Jalongo, 2005).
Reading to a therapy dog, who is perceived by the child as a non-judgmental
Animal-Assisted Therapy In Elementary Schools iii
audience, can inspire a child who was not previously interested in reading to
participate in oral reading tasks (Friesen, 2010). In the student’s perspective, a dog
makes a great listener, and dogs never laugh or make fun of them for struggling or
making a mistake while reading (Coulee Region Humane Society, 2012). For a child
who is self-conscious about reading in front of others, reading to a therapy dog can
help eliminate the fear of being laughed at or criticized by others. Taking away the
negative thoughts that are associated with reading in front of others by replacing
people with a therapy dog, books and attempting new words start to become
something exciting to a student.
The use of therapy dogs in reading activities with students is consistent with
practices in literacy instruction (Jalongo, 2005). The most comprehensive AAT
reading program is Reading Education Assistance Dogs, or R.E.A.D (Coulee Region
Human Society, 2012; Jalongo, 2005). R.E.A.D recommends that twenty minutes be
set aside per week for students who struggle with reading to practice reading aloud
to a certified therapy dog (Jalongo, 2005). Using carefully recommended books,
twenty minutes a week of enjoyable and supportive reading, to a therapy dog can
result in a significant increase in a student’s reading ability. In a two-year
longitudinal study, researchers suggest that all of the students who participated in
the R.E.A.D program for thirteen months gained at least two grade levels in reading;
some students improved to as much as four grade levels (Jalongo et al., 2004;
Jalongo, 2005). Even if a person were to criticize the results suggesting that other
potential variables could be influencing the progress in a student’s reading ability; it
is undisputable that the children are excited to have an opportunity to interact with
Animal-Assisted Therapy In Elementary Schools iii
a therapy dog in the classroom setting (Jalongo et al, 2004; Jalongo, 2005; Hiemlich,
2001; Chadler et al., 2010; Chitic et al., 2012; Coulee Region Humane Society, 2012).
Students who wish to attend the R.E.A.D program primarily to have an opportunity
to interact with a dog still benefit greatly. The R.E.A.D program recommends twenty
minutes be set aside per week to make progress in reading. Considering an average
school year to be 180 days long, the amount of time equals out to approximately 14
extra hours of reading per school year. This extra time and practice is helpful to the
reader, but is not too overwhelming to interfere with other school programs and
outcomes. Using AAT in school can motivate students to read outside of school as
well, as shown in the example below.
“Goldie, a laid-back golden retriever, is paired with her 4th grade reading
buddy. The boy (student) has attention difficulties, however, Goldie’s habit of
resting her head on his knee keeps the boy calm and focused as he strokes her
fur while reading a story out loud. A teacher is present but remains quiet as the
student and animal interact. Later that day, after reading with Goldie, the boy
checks out three items from the library about dogs” (Jalongo, 2005 pg.157).
Animal-assisted therapy reading programs, such as R.E.A.D, are not intended to take
the place of effective instructing from a schoolteacher. It simply offers an additional
structured and appealing alternative instead of “go back to your seats and read to
yourself” (Jalongo, 2005). Another benefit of AAT reading programs, unlike other
reading interventions that may inadvertently stigmatize children who lag behind in
reading, is that it attracts almost all children to reading, whether they are average,
below average, or above average readers (Jalongo, 2005). Animal-assisted therapy
Animal-Assisted Therapy In Elementary Schools iii
shows great benefits for children in not only reading, but also across curricular
areas (Jalongo et al, 2004).
Elementary students genuinely want to interact and read with therapy dogs.
Meeting the student demand for AAT in schools may require multiple certified
therapy dogs and handlers (Jalongo, 2005). A school in Pennsylvania has taken on
the high demand of AAT programs. The Capital Area Intermediate Unit, CAIU,
operates an emotional support program for students in the school. CAIU has always
been open to new interventions to help students, and they have supported the
application of AAT and therapy dogs in an emotional support program for the past
seven years (Geiest, 2011). Currently, the program has five full-time therapy dogs
with over 20 trained staff members certified as therapy dog handlers (Geiest, 2011).
The effectiveness of this comprehensive program continues to be researched.
Animal-Assisted Therapy in School Counseling
Animal-assisted therapy is a very effective tool for school counselors at all
levels for many reasons. Lange, Cox, Bernert, and Jenkins (2006) reported that the
majority of counselors who practice AAT use a therapy dog to build rapport with
students. In a session the counselor may have the child reflect on their relationship
with the therapy dog, encouraging the student to play with the animal, and by
having the student share information about the animal. Children are more sociable
in the presence of an animal and are highly likely to talk to animals about serious
issues, as children perceive therapy dogs to be non-judgmental participants of the
counseling process (Friesen, 2010).
Animal-Assisted Therapy In Elementary Schools iii
Animal-assisted therapy also enhances the student-counselor interaction by
creating a fun and safe environment with the presence of a therapy dog (Chandler et
al., 2010). Therapy dogs also have a profound calming effect on children who are
under stress (Friesen, 2010). The simple act of a therapy dog bringing a toy to a
student and attempting to force the toy into the hand of the stressed child often
makes the student smile. The smile and behavior of the student encourages the
therapy dog to continue its attempt at play, which usually results in more humorous
interactions between the dog and the student. These subsequent interactions not
only relieve the stress of the student, but also may also elicit laughter, an important
therapeutic outcome (Geiest, 2011).
The positive interaction between the student and the dog may assist in
creating a positive relationship between the student and the school counselor. The
attachment behavior from the student and dog is often transferred to the school
counselor, who has been doing very little, except for observing the student-dog
interaction in silence (Chandler et al., 2010; Geiest, 2011). In some instances, a
counselor with a therapy dog was the only counselor able to establish the
relationship necessary to facilitate change in a particularly troubled student
(Chandler et al., 2010). Levinson (1971) states dogs are “social lubricants”; thus,
they serve as a bridge to establish effective student-counselor relationships. The
example below shows how effective therapy dogs can be in alleviating the stress of
an elementary student.
Some students in school become completely nonverbal when stressed.
During these times of escalated stress, the voices of teachers seem to
Animal-Assisted Therapy In Elementary Schools iii
heighten their stress. At these times, a teacher could guide the student into
the office where there is a therapy dog present. The student will usually
slump into the beanbag chair where the therapy dog will visit them. The dog
lays it’s head on the student’s lap and looks up into the student’s face. The
dog adjusts its ear and tail to magically fit the mood of the student. At times
the dog will even produce a light cry or a sigh. The counselor does not talk,
but just sits there and observes. The students will make eye contact with the
dog and pet them in silence. It is amazing to watch their bodies relax from
their stressful states. Many of the students have written in their creative
writing exercises about how the dog seems to understand how they are
feeling through their non-verbal communication. (Geiest, 2011 pg. 253)
How To Implement an AAT Program In an Elementary School
The first step in creating and establishing an effective animal-assisted
therapy program is to develop an understanding of the training components of AAT
(Jalongo, 2005). The handlers of therapy dogs are to work with their certified dogs
while also providing support to the students. Therapy dogs need to be calm around
adults, children, and other dogs. Therapy dogs also need to pass specific obedience
training that teaches them to ignore distractions, adapt quickly to different
situations, and respond reliably to commands before being certified as a therapy
dog (Jalongo, 2005).
After knowing what it takes to train and receive certification, the second step
in establishing an AAT program is gaining strong administrative support and
educating other staff members about AAT in schools. It should be clear that the
Animal-Assisted Therapy In Elementary Schools iii
intention is not to bring an untrained family pet along to school as a way to get the
attention of students. An advocate of therapy dogs in schools should discuss with
school faculty and board members that AAT is a carefully planned program that
involves collaboration of reading professionals, registered and insured therapy dogs
and handlers, school and local library specialists, and the community.
The next step in implementing AAT programs in elementary schools is to
address the safety and liability issues of therapy dogs. The best protection against
potential problems of AAT is taking the appropriate measures to ensure the safety
and well being of the students. Elementary schools should work exclusively with
trained, registered, and regularly evaluated handler/dog teams (Jalongo, 2005). In
order to maintain certification, handlers must renew their AAT membership every
two years. Certified members of AAT programs are provided with liability
insurance; however this coverage only qualifies for volunteers. As a result, a teacher
would not be able to bring their own therapy dog to class and have insurance
coverage because they are in the role of an employee and not a volunteer. In all
cases of AAT, informed consent needs to be given by both the child and their
guardians prior to any interaction between the child and a therapy dog.
The final step in implementing an animal-assisted therapy program in
elementary schools is considering where the school is located and the community.
Not all schools are equipped to have a full time therapy dog. Even if the school
would properly accommodate the needs of a therapy dog, the community may be
against the idea of implementing AAT practices with their children. An advocate of
AAT programs in a school that has yet to practice such techniques should expect to
Animal-Assisted Therapy In Elementary Schools iii
take on the responsibility of informing staff, administration, parents, and
community members of the purpose of AAT and the benefits of therapy dogs in
elementary school settings through formal presentations, handouts, and media or
online forums.
Pet Considerations
It is paramount that the needs of the dog are taken into consideration when
practicing animal-assisted therapy. Efforts must be made to educate all individuals
working within the facility to ensure the safety of the therapy dog (Heimlich, 2001).
Water and a dog kennel should be provided for the therapy dog at all times with
scheduled exercise and relaxation breaks throughout the day (Heimlich, 2001;
Friesen, 2010).
It is unfair and unethical to overschedule therapy animals to the point of
exhaustion. It is recommended that a therapy dog work for no more than ninety
minutes at a time, with a fifteen-minute break in a designated outdoor area, after
each session (Heimlich, 2001; Jalongo, 2005). A therapy dog should also be closely
monitored for any signs of stress. Dogs show stress by shaking, holding their ears
back, holding their tail between their legs, or persistent licking; if the therapy dog
exhibits any of these behaviors, the animal should be removed from the
environment (Friesen, 2010).
Matching a Therapy Dog and a Student
Not all dogs are appropriate candidates for therapy animals and not all
students are appropriate for animal-assisted therapy. Counseling interventions
should not involve a therapy animal when a situation might negatively impact the
Animal-Assisted Therapy In Elementary Schools iii
safety or welfare of the student or the animal (Chandler et al., 2010). Children with
allergies, students who are prone to seizures due to high levels of excitement, and
children who exhibit aggressive behaviors towards animals should be excluded
from the animal-assisted therapy process (Heimlich, 2001).
Even when a dog is a certified therapy animal, there is still an art in trying to
match a therapy dog with some students. An excessively energetic dog may worsen
the symptoms of a child diagnosed with ADHD; however, that same dog can act as a
great behavioral stimulant to a person diagnosed with depression (Chitic et al.,
2012). The size of a therapy dog may also influence an elementary student’s
decision to interact with the animal (Chitic et al., 2012). If a therapy animal is a large
dog, an elementary student might find the dog to be scary and become distressed
around the animal.
Local Opportunities
The Coulee Region Humane Society, located in Onalaska, WI, developed a pet
therapy program in 1985 with the core mission of “touching lives and providing love
and companionship on four paws” (Coulee Region Humane Society, 2012). The
Coulee Region Humane Society has developed a Read To Rover program that
launched in 2005. The Read To Rover program is designed to support a positive and
safe learning environment for young readers and has become a tool for many of the
area schools and libraries to promote a love of books and reading (Coulee Region
Humane Society, 2012). The Read To Rover program recently was acknowledged for
its great efforts in the community by achieving affiliate status with R.E.A.D in 2010.
R.E.A.D is the national leader in the field of animal-assisted reading education.
Animal-Assisted Therapy In Elementary Schools iii
My Personal Experience with Therapy Dogs in Schools
For as long as I can remember, I have had a dog in my life. I grew up in a rural
community with a father who has a passion for hunting. Throughout my childhood, I
had the experience of working and training hounds to hunt a variety of game. This
experience produced a strong connection with dogs and an opportunity to observe
what remarkable companions dogs can become. I never would have thought my
experiences with hunting dogs as a child would manifest into the advocacy of AAT in
schools, but the first time I saw AAT in a school, I knew that instant that I wanted to
learn more about pet therapy.
The first time I saw the therapy dogs in a school, I was working as a site
supervisor for a school-aged child summer program. Once a week, a team of trainers
from the Coulee Region Humane Society would bring two therapy dogs in to the
school to interact with the children. The children, aged 5-12, engaged with the
animals in small groups that incorporated our weekly theme to the activities that
the children would do with the dogs. The students loved seeing and having
opportunities to interact with the dogs. The therapy dogs became a common
discussion among the kids, as they would often ask, “When is the next time the dogs
are coming?” Seeing the interaction between therapy dogs and children
immediately sparked my interest as well as my appreciating for how they could
have a positive affect on students. I love dogs, I have experience training animals,
and I am pursuing a career in school counseling; I could not find a reason not to
raise a therapy dog of my own.
Animal-Assisted Therapy In Elementary Schools iii
While completing my degree in counseling, I had worked with an elementary
school counselor who implemented AAT in her counseling sessions and curriculum.
My experience under her supervision was incredibly beneficial as I was able to
observe and learn from her strategies and approach to counseling students with and
without the use of her therapy dog named Odin. The days that Odin was in the
school were special. The positive reactions from all students, kindergarten to 5th
grade, as well as the school faculty members, only affirmed my beliefs of the
influence AAT can have on the entire school environment. Everyone knew who Odin
was, and so all of them also knew the school counselor; both are very recognizable
figures within the school. When the students saw Odin in the halls, they would make
an O.K. sign with their hands as they practiced appropriate hallway behavior while
also excitingly acknowledging Odin’s presence, which often brought smiles to their
faces. Odin’s presence gave students motivation to be engaged in classroom
activities while also exhibiting appropriate classroom behavior in an attempt not to
startle or displease Odin. I witnessed many other benefits Odin and my supervising
counselor brought to the school environment.
I had an experience with Odin and my supervising counselor that is an
excellent illustration of the positive impact a therapy dog can have in a school
environment and is something that I will never forget. Odin, my supervising
counselor, and myself were getting ready to go on our weekly visit with a couple of
students’ who are differently-abled. During these sessions with the students, Odin
would wear a vest with a brush and treats placed in the zippered pockets. The
students would unknowingly practice hand-eye coordination exercises with smiles
Animal-Assisted Therapy In Elementary Schools iii
on their faces, as they would have to unzip the pockets to get treats for Odin to do
tricks, to take out the brush, and then proceed to brush Odin. Fine motor exercises
are often met with resistance from these children, but when they involved working
with Odin, the students were very motivated to be a part of the activities. After the
students were done brushing Odin and giving him his treats, the counselor, Odin and
the students got ready for a walk in the hall, an exercise activity that is also
perceived by the students much more positively when accompanied with Odin.
While we were walking, I could not help but think that this was a great experience
for not only the students with special needs, but also the counselor and myself as we
were successfully accomplishing all of the goals of the session in a stimulating and
exciting approach. Not long after I had those thoughts, something even more
incredible happened.
As the two children we were accompanying were walking with Odin and
riding in a wagon, laughing and smiling the entire time, we walked up to a situation
in progress where a student with an emotional behavior disorder was having an
altercation in the commons with a teacher and a teaching assistant. The student
involved in the problematic situation was having a difficult time and was attempting
to leave the building. The teacher and the aide were unsuccessfully trying to calm
the student down and the interactions between student and staff was only making
the situation more volatile.
My supervising counselor assessed what was happening and instructed me
to stay with our walking students as she and Odin went towards the student in
distress who was now yelling and running for different doors. The students who
Animal-Assisted Therapy In Elementary Schools iii
were originally walking with students were informed that Odin needed to go to
work and waved goodbye to the dog as they were walked back to their classroom. In
this situation, the student was to a point where CPI restraints may have been
necessary and were seconds away from being applied. Instead, though, when the
student saw Odin, the student dropped to his knees and welcomed Odin with a hug
as the therapy dog nuzzled his head into the child’s shoulder and sat down calmly as
the child began to pet the dog with tears running down his face. A situation, which
escalated to the point of potentially using CPI restraints, had become completely
diffused when the child saw Odin. The child with Odin by his side was now willing to
walk to the principal’s office and discuss the situation. I do not know what would
have occurred if Odin was not there at that moment, but I do know it would have not
ended as ideal as it did that day.
As my interest in animal assisted therapy grew, I had become more and more
excited to purchase my first puppy and begin our own adventure in becoming a
positive impact in children’s lives as a therapy dog team. I purchased a Nova Scotia
Duck Tolling Retriever after considering many breeds of dogs. I named my puppy
Lambeau or Beau and brought him home when he was 8 weeks old. Lambeau as a
puppy is best described as a little fur-ball who loved to chew on anything that was in
front of him. Training started immediately, as I had applied operant conditioning
techniques to teach Lambeau his name and basic commands such as “sit”, “down”,
and “stay”. Treats were and continue to be a strong motivator for Lambeau in
learning new objectives and completing various commands. Lambeau began to pick
Animal-Assisted Therapy In Elementary Schools iii
up on commands, and with the repetition of practicing the tasks, he soon began to
consistently behave as a well-trained puppy.
Lambeau was exposed to many experiences and situations as a puppy to give
him early exposure to children, large groups of people, and various settings. When
Lambeau was only 10 weeks old, he was utilized as a group member in the school-
aged program where I work. The children’s faces lit up whenever Lambeau was
present. The students would participate in story time with Lambeau, as they would
read pages of books to Beau. About once a week, Beau would visit the children, as
we would incorporate the week’s theme into an animal-assisted education lesson.
This experience was very rewarding for me as a staff member and advocate of AAT
as I saw the excitement in the student’s faces when they were interacting with my
puppy. At our program we have students draw or write about their experiences
depending on their age and developmental level. Pictures and stories of Lambeau
began to fill the children’s journals. A unique experience for these children was that
they were able to see Lambeau mature physically and behaviorally over the
summer. Being able to watch Beau transform from a little puppy to a mature dog
gave them a model to show how change and learning can occur.
Lambeau participated in the school-aged program throughout the summer
and was also a part of a small group therapy class called Pals of Paws. Pals of Paws is
a short-term counseling group that promotes animal advocacy and training while
helping children develop positive peer relationships, communication skills, behavior
management, leadership, and other developmentally appropriate skills. Pals of Paws
started when Lambeau was still a puppy and was found to be quite effective. Pals of
Animal-Assisted Therapy In Elementary Schools iii
Paws is about to start its 3rd cycle as a counseling group and Lambeau continues to
elicit children’s laughs as a maturing dog. He is currently a 10-month-old dog who
recently passed his Canine Good Citizen Certification, awarding him with the
credentials to be a certified therapy dog. Following in the footsteps of my
supervising counselor with Odin, I had enrolled Lambeau into a couple behavioral
training courses at the local Humane Society.
Before enrolling in the Canine Good Citizen class, I had Lambeau complete an
intermediate behavioral training course to familiarize Beau and myself with the
training class’s process and expectations. The Canine Good Citizen class lasted 8
weeks, and covered everything from reliably coming when called, sitting, staying,
accepting strangers, disregarding distractions, exposure to various medical
equipment, walking through a crowd, walking with a loose lead, and having the dog
remain calm when separated from it’s owner. The final week of class included an
assessment to test the dog in each domain. If any of the categories were failed, the
dog would not pass the exam and would have to retake the training course before
testing for the Canine Good Citizen again. It was very rewarding to see all of our
hard work pay off when Lambeau and I passed our exam and received therapy dog
certification. It took a lot of practice and a lot of perseverance, but we are now able
to have a positive impact in other’s lives as a professional counselor and a certified
therapy dog.
Animal-Assisted Therapy In Elementary Schools iii
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